After two and a half years in Boston, I have moved back to Trondheim and NTNU, both to complete my studies and to work with medical innovation through the startup Hugin Medical. There is much to be said about American universities and the way they structure education, for better and for worse. However, my time in Boston has given me many new perspectives on how we at NTNU can become even stronger on innovation.

Back in Norway, it is not as common to work with innovation within the university ecosystem. Of course, there are certain courses and programs with a strong focus on innovation, but there is still significant potential for a more systematic effort where innovation is integrated into education. The goal is not, of course, that every NTNU student should start a company. As a society, however, we have much to gain if students learn to think systematically about how to develop innovative solutions and new ways of working, regardless of where they end up after graduating.

In Trondheim, we are fortunate to have a strong concentration of highly skilled academic environments. This creates tremendous potential for innovation. For us at Hugin Medical, this has been essential. Being close to the medical expertise at St. Olavs Hospital and NTNU’s strong AI community helps us develop high-quality medical technology.

Urgent need

The Norwegian healthcare sector is world-leading, but it is under pressure due to tight budgets and an aging population. The sector is in urgent need of innovation and technology that can reduce workload. We know that AI is entering healthcare and that much of the future innovation in health will be driven by AI. Yet doctors and healthcare professionals rarely have the time and resources to focus on innovation, which is why we should look to students as a valuable resource.

Some concrete suggestions for how we can strengthen innovation at Norwegian universities by leveraging students as a resource:

• Integrate innovation more systematically into education

One of the major differences between Norway and the U.S. is the strong emphasis on innovation at American universities. In several of the programs at my faculty in the U.S., innovation was a mandatory part of the curriculum. This was not necessarily about starting a company, but about design thinking and systems innovation. There is a fundamental belief that learning to think creatively and innovatively is an essential part of higher education’s role.

• Provide flexibility similar to that offered to student-athletes

At NTNU, athletes are offered flexibility in their study programs, flexibility regarding mandatory activities, and accommodations for midterms and exams. We could offer similar arrangements for students running their own startups, who currently do not receive the same opportunities from the university. This is despite frequent discussions about innovation being key to our future economy. Just as NTNU seeks to attract elite athletes, why not aim to become Norway’s best university for entrepreneurs?

• Let students tackle real-world challenges

In the US, Innovation Fellowships are common, where students work on challenges in a real-world setting. This could be particularly valuable in healthcare. In the health sector, there are strong incentives to avoid mistakes, but fewer incentives to innovate. Strengthening collaboration with students, who often have more time, flexibility, and the ability to see problems with fresh eyes could make a significant difference. This is something we could achieve in Norway as well.

Trondheim, home to some of the country’s most talented students, has a strong opportunity to build bridges between medicine and technology. We can facilitate more interdisciplinary collaboration and provide healthcare students with opportunities to test their skills in innovation and entrepreneurship.

2026-02-26

By Hanne Dahl Vonen 

Entrepreneur and student, NTNU